The Impact of Teacher Guidance on English Majors' Research Awareness: A Qualitative Interview Study

Abstract

In the context of China's transformation toward innovation-driven undergraduate education, fostering students' research awareness has become a key priority, especially for English majors expecting to develop critical thinking and scholarly communication skills. This qualitative interview study explores how teacher guidance influences the development of research awareness among English majors across different stages of undergraduate education. Drawing on narrative data from eight students—two from each academic year—the study identifies six thematic areas: initial exposure to research, types and frequency of teacher guidance, perceived influence on research awareness, emotional and motivational responses, challenges in the guidance process, and students' suggestions for improvement. Findings reveal that teacher guidance serves as a multifaceted catalyst in shaping students' academic identity and research competence. Teachers contribute not only by imparting methodological knowledge and initiating classroom-based research activities but also by offering emotional support, encouragement, and personalized mentorship. However, the effectiveness of such guidance is often constrained by systemic challenges, including inconsistent feedback, lack of follow-up mechanisms, and limited institutional support. The study highlights the importance of adopting a longitudinal and differentiated approach to research training, as students' needs vary across academic levels. The study offers practical recommendations for enhancing teacher-student research engagement in EFL contexts, including early integration of research components into curricula, structured mentoring systems, and the creation of collaborative platforms for student inquiry.